The school district in which I work began purchasing interactive whiteboards for classroom use three years ago and installed them in classrooms in a seemingly random fashion. Little in the way of organized professional development was offered and, as a result, many of the district’s educators used their interactive whiteboards as little more than an expensive projection system. As evidenced in the data I collected, these same educators were aware of their shortcomings and desired additional professional development to develop their effective use of interactive whiteboard technology to increase the rigor within their classroom. Knowing this, I was able to organize a technology initiative committee that designed an implementation plan to better train educators on how to use this technology, but also incorporate 21st century learning skills into their lesson planning to increase the rigor of their instruction.
Analysis
The technology initiative represents my ability to collaborate with my peers in a way that focuses on improving student achievement while keeping in mind the goal of my district to increase rigor in all classroom instruction. The initiative also highlights my ability to make technology the means of increased student achievement, not the end of it.
Reflection
Of the many assignments and projects assigned during the course of this graduate program, I found the technology initiative to be the most challenging, the most rewarding, and the most meaningful. Too many of the assignments in the program were simply irrelevant applications of a “technology du jour” that were seemingly included into the scope of the program simply because it was something new and different. Unfortunately, the resulting learning experience was much less satisfying (and useful to my professional career) that it could have been. This assignment, however, allowed candidates the freedom to analyze their own professional situations, conduct a detailed analysis of their own needs, and then design an initiative around a technology that would fill that need. As a result, I was able to build and subsequently demonstrate many of the characteristics this program is founded upon: innovation and leadership. While it is a shame that it took until the final course of the program to achieve this, it can also be argued that such an experience can only be had in the capstone course.
Technology Initiative
Technology Plan Research Report URL: http://lavelletechnologyinitiative.pbworks.com/w/page/55056931/FrontPage
Description
The school district in which I work began purchasing interactive whiteboards for classroom use three years ago and installed them in classrooms in a seemingly random fashion. Little in the way of organized professional development was offered and, as a result, many of the district’s educators used their interactive whiteboards as little more than an expensive projection system. As evidenced in the data I collected, these same educators were aware of their shortcomings and desired additional professional development to develop their effective use of interactive whiteboard technology to increase the rigor within their classroom. Knowing this, I was able to organize a technology initiative committee that designed an implementation plan to better train educators on how to use this technology, but also incorporate 21st century learning skills into their lesson planning to increase the rigor of their instruction.
Analysis
The technology initiative represents my ability to collaborate with my peers in a way that focuses on improving student achievement while keeping in mind the goal of my district to increase rigor in all classroom instruction. The initiative also highlights my ability to make technology the means of increased student achievement, not the end of it.
Reflection
Of the many assignments and projects assigned during the course of this graduate program, I found the technology initiative to be the most challenging, the most rewarding, and the most meaningful. Too many of the assignments in the program were simply irrelevant applications of a “technology du jour” that were seemingly included into the scope of the program simply because it was something new and different. Unfortunately, the resulting learning experience was much less satisfying (and useful to my professional career) that it could have been. This assignment, however, allowed candidates the freedom to analyze their own professional situations, conduct a detailed analysis of their own needs, and then design an initiative around a technology that would fill that need. As a result, I was able to build and subsequently demonstrate many of the characteristics this program is founded upon: innovation and leadership. While it is a shame that it took until the final course of the program to achieve this, it can also be argued that such an experience can only be had in the capstone course.
Works Cited
See References page at http://lavelletechnologyinitiative.pbworks.com/w/page/55056931/FrontPage for list of references.